Lesson Objectives:

Students will:
Given opportunities to work in small, cooperative learning groups and provided with primary
sources, websites, and other material, 9th grade World History students will create a presentation
presenting how the depression influenced the rise of dictatorship (fascism, militarism, etc).
9th grade students will display group process behaviors that contribute to a positive group atmosphere
and result in solving a problem.
Working in small groups, students will apply various methods of research and writing.
National and State Standards:
The following standards related to the unit objective and sub-objectives are set by the Alabama Learning
Exchange and the National Council for Social Studies.
State:
13.) COS 13. Explain challenges of the post-World War I period.
Identifying causes of the Great Depression
Characterizing the global impact of the Great Depression
14.) COS 14. Describe causes and consequences of World War II.
Explaining the rise of militarist and totalitarian states in Italy, Germany, the Soviet Union,
and Japan
Identifying turning points of World War II in the European and Pacific Theaters
Depicting geographic locations of world events between 1939 and 1945
Identifying on a map changes in national borders as a result of World War II

National:
Themes:
2) Time, Continuity, and Change
6) Power, Authority, and Governance
9) Global Connections
Literacy Standards:
Key Ideas and Details:
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
Crafts and Structure:
Compare the point of view of two or more authors for they treat the same or similar topics,
including which details they include and emphasize in their respective accounts

Pre-Instructional Activities:
The teacher will open class with a discussion on the different governments in the world today. Each student
will be provided with a list of sources, and handouts explaining the problem to be researched. The teacher
will explain what a Problem Based Learning Approach is and review information from the Great Depression.
Problem Overview:
The teacher provides each group with four countries with dictatorships during the World War II Era,
presenting a short introduction of what a Problem Base Learning approach is and explaining the ideology of
fascism and dictatorship. He or she will then provide students with videos, handouts, and books to use in
their investigation. The teacher will then present the hook that explains what the students will be researching
and divide them in groups.

Hook:

"Extra! Extra! Read all about it! Dictatorships control Europe!" You are on
the staff of a major newspaper that thousands of people rely on for their
news, including the President and executive staff. Your readers want to
know why Hitler, Mussolini, Tojo, and Stalin have gained so much power
and authority in their countries. The editor of the paper has put your team
on the story, and he wants all the readers' questions answered and ready
for the morning edition at the Oval Office! He has told you to investigate
these following areas of the countries:
Economy:
Population:
Background of the leader:
Political Ideology associated with leader:

Problem Analysis:

Know
Making a presentation

Need to Know
What is fascism

Informing the country

and the president
about the rise of
fascism in the world

Who were the great

dictators in Europe
and how did they
come to power

Research

How did the

depression (economic
instability) allow for
complete government
take over

Presentation

Hypotheses
The depression lead to
the rise of dictatorship
and helped the
economy

Action Plan
Assign groups

The start of World

War II was inevitable

Research topic and

leader

Government
intervention needs to
be balanced

Make presentation
creative and
informative

Designate roles within

their groups

Decide how to present

What to put in
presentation
Group Formation:
Students will be placed in small groups of 4 students. The teacher will assign each group member with one
of the following responsibilities:
Researcher - Your job is to look online to try and find the answers to the questions above.
Journalist - your job is to write down the answers the researcher finds, and to relay them to the reporter as
needed
Reporter - Your job is to put together all the information into a PowerPoint, so that readers can easily
understand what is happening
Editor - Your job is to keep everyone on task and to present your information to the class once the task is
complete.
Anticipated Learning Issues:
- Recognize and define the political ideologies of fascism and Nazism
- Compare the different world governments of dictatorship, totalitarian (fascist, Nazis) and democracy
- Creatively present their investigations
Group Deliberation and Problem-Solving Activities
Students will be allowed to rearrange desks for group deliberation. On day one, the teacher will introduce the
topic and different ideologies that were manifested after the Depression. He or she will hand out worksheets
and materials needed to be used in their investigation process.
On the second day, students will be 10-20 minutes to complete their reports and prepare for their
presentation. Then, each group will present their investigations to the class. The students will fill in the
missing blanks on their charts and compare their findings to the class.
Formative evaluation:
Students will be given a worksheet to complete as they work in their investigation teams. Students will be
evaluated on their presentations as well as group processes. Group evaluations will be combined with
independent evaluations. They are expected to contribute ideas and respect others which will create a
healthy and respectful group environment.

Students will also display their findings about the rise of fascism in Europe through a presentation in which
they will create a PowerPoint, poster board, or brochure. From these presentations, the teacher will be able to
evaluate content and students will be provided with examples and explanations of political instability leading
up to the entry of World War II.
Problem Follow-Up:
Students will present their investigations to the staff answering the questions given in the hook. They
should have a visual. At the end of the presentations, the teacher will ask the following questions:
-

What was the most difficult part of your problem?

Do you think the United States was aware of the economic problems in Europe?
Do you think World War II was inevitable with the rise of dictatorships and economic depression?

The teacher will also review the Problem Analysis chart given on day one and allow for students to modify
their chart with their newly acquired knowledge.
Correctives and Extensions
Correctives: The following activities are meant to aid students who fail to display mastery of the content
during this PBL lesson.
Students who dont master the content will be provided with a video over the end of the Great
Depression and beginning of World War II. They will be provided with questions to answer and analyze as
they watch the video.
Extenstions: The following activities are meant to aid students who exceed mastery at a level that requires
additional material to challenge students:
Students who perform at a high level of mastery will be given the option to write a research paper
comparing the United States economic policy and one of the dictatorships in Europe (Hitler, Mussolini,
Tojo), and researching at what point WWII became inevitable. They will incorporate primary and secondary
documents to support their findings.
Resources for student use
Books provided by Ms. Harrison
Web:
http://www.historylearningsite.co.uk/blitzkrieg.htm
http://www.historylearningsite.co.uk/nazis_and_the_german_economy.htm
http://www.thirdworldtraveler.com/Fascism/What_Is_Fascism_Gibson.html
http://www.historylearningsite.co.uk/russia_1900_1939.htm
http://www.historylearningsite.co.uk/italy_1900_to_1939.htm
http://highpoint.nc.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=1318
http://www.historylearningsite.co.uk/causes_world_war_two.htm
http://questgarden.com/58/32/8/071123120513/

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/
MUSSOLINI
Youtube.com, Mussolini Speech on video, We Love you Benito http://www.youtube.com/watch?
v=y0oZMGtI95s&feature=related
Youtube.com, Mussolini Speech on video, Mussolini Acts Like an http://www.youtube.com/watch?
v=l9gm5xAjT2w
Youtube.com, Mussolini and Hitler on video, Mussolini: discorso sulla razza
http://www.youtube.com/watch?v=qsquACisBMY&feature=related
HITLER
Youtube.com, Hitler video, Closing Scene from Triumph of the Will
http://www.youtube.com/watch?v=6hEzs7x5aEM
Youtube.com, Hitler video, 1938 Nazi party congress Nuremberg Amateur Film
http://www.youtube.com/watch?v=sPBCo3WQRjY&feature=related
Youtube.com, Hitler video, 1936 Berlin Nazi Olympics Opening Ceremonies Original Music Hitler
http://www.youtube.com/watch?v=1dyns367ExE&feature=related
Tojo
Youtube.com, Hirohito video, Emperor Hirohito Review Type
http://www.youtube.com/watch?v=JK-Xryw_hKA
Youtube.com, Hirohito video, (Title is in Japanese). Japanese language newscast
http://www.youtube.com/watch?v=vB2wqrROavY&feature=related
Youtube.com, Hirohito video, Japanese WWII War Criminal, Hideki Tojo http://www.youtube.com/watch?
v=QRRx3viyBp0
Germany
1. What is the definition of a depression?
2. What did the economy of Germany look like at the end of the 1930s?
3. Why do you think the people wanted government to be active and solve the economical problems in
the country?
4. Who was Adolf Hitler and how did he come to power?
Italy
1. What is the definition of a depression?
2. What did the economy of Italy look like at the end of the 1930s?
3. Why do you think the people wanted government to be active and solve the economical problems in
the country?
4. Who was Benito Mussolini and how did he come to power?
Japan
1. what is the definition of a depression?

2. What did the economy of Japan look like at the end of the 1930s?
3. Why do you think the people wanted governemny to be active and solve the economical problems in
the country?
4. Who was Tojo and how did he come to power?
Russia
1. what is the definition of a depression?
2. What did the economy of Russia look like at the end of the 1930s?
3. Why do you think the people wanted government to be active and solve the economical problems in
the country?
4. Who was Joseph Stalin and how did he come to power?

The Rise of Dictators

After World War I, many nations struggled through economic depressions, making them ripe for
dictators to rise to power. We will be examining the dictators of Italy, Germany, and Japan. We will
be examining and comparing the dictators, how they were able to rise to power, and what they did
with their power.

1. With your group, designate your roles as reporters for this problem:
Researcher - Your job is to look online to try and find the answers to the questions above.
Journalist - your job is to write down the answers the researcher finds, and to relay them to the
reporter as needed
Reporter - Your job is to put together all the information into a PowerPoint, so that readers can easily
understand what is happening
Editor - Your job is to keep everyone on task and to present your information to the class once the
task is complete.
Then, with your group, you have 3 minutes to discuss what you know about the following
people. Try to find at least two words that describe each of them (write them down).

Mussolini (Italy)

Hitler (Germany)

Tojo (Japan)

Stalin (Russia)

FDR and his economic policy

1.

Before you can publish your newspaper, you need to become familiar a few terms that
are used to describe the types of government and leaders of this time. You are
responsible for your country and leader. Then, as a class, you will fill in the chart for the
other leaders and countries as presented by your classmates.

Keep track of
your
observations on
the chart

Mussolini
Italy

Hitler
Germany

Tojo
Japan

While watching
the video clips or
reading sources,
write describing
words about
things you notice
about each
dictator.

2.

With your group, discuss the definition of a depression. What was the economic
condition of your country? (What crops or materials were produced, inflation rate, morale
of the people?)
a. Depression

3.

Types of government formed from depression:

a. Militarism glorifying the military, nation led by military leader, preparing the military
is extremely important.

b. Totalitarianism a government that maintains complete control over its citizens.

Individuals have no rights, and the government suppresses all opposition.
i. Example:

c. Fascism Nationalism is stressed and the interests of the state are above those of
individuals. Under a fascist state, the system of government is centralized under a
dictator (a totalitarian state). Often the leader disrespects human rights, controls the
media, is obsessed about the nations security, is nationalistic and militaristic.
i. Example:

d. Dictator The totalitarian leader of a nation that exercises control by suppressing its
opposition through terror and censorship and through nationalism.
i. Example:

Worksheet 3

It is necessary to be
very intelligent in the
work of repression. All
opposition journals
have been suppressed
and all the anti-fascist
organizations dissolved.
Benito Mussolini:
Speech, May 26, 1926.

What were the

conditions of the
dictators nation
before he took
power?
How was the dictator
able to come to
power?
What evidence do
you see of the
dictator being
nationalistic?
What evidence do
you see of the
dictator being
militaristic?
What goals did the
dictator have about
territorial expansion?
What did the dictator
do with people who
opposed him or stood
in his way?
What evidence is
there that the dictator
disrespected human
rights?

Mussolini
Italy

Hitler
Germany

What luck
for rulers
that men do
not think.
Adolf Hitler

Tojo
Japan

A soldier
holds his
rank for
life, but
his
authority
begins
only
when his
position
is
conferred
upon him
by the
Emperor.

What were the conditions of the dictators nation before

he took power?

How was the dictator able to come to power?

What evidence do you see of the dictator being

nationalistic?

What evidence do you see of the dictator being

militaristic?

What goals did the dictator have about territorial

expansion?

What did the dictator do with people who opposed him or

stood in his way?

What evidence is there that the dictator disrespected

human rights?

Joseph Stalin